Dataset Information

Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.

ABSTRACT:

Background

This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences.

Methods

We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization.

Results

The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences universities, and all the concepts were interrelated to each other.

Conclusion

From the experiences of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences universities.

SUBMITTER: Ghasemi S

PROVIDER: S-EPMC10114459 | biostudies-literature | 2023 Apr

REPOSITORIES: biostudies-literature

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Publications

Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.

Ghasemi Sima S Bazrafkan Leila L Shojaei Arash A Rakhshani Tayebeh T Shokrpour Nasrin N

BMC medical education 20230419 1

<h4>Background</h4>This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences.<h4>Methods</h4>We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phase ...[more]

PMID: 37076869

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Project description:IntroductionThis study aimed to explore the factors that contribute to sustaining the motivation of teachers in medical science universities.Materials and methodsThis qualitative content analysis study was conducted from August 2019 to May 2021. Thirty-seven in-depth semi-structured interviews were conducted with teachers from medical sciences universities in Iran, selected through purposive sampling. The conventional content analysis approach was employed to analyze the data. The process involved five steps, including identifying meaning units, condensing them, assigning codes, establishing categories and subcategories, and identifying overarching themes.ResultsThe teachers' experiences were explored into 'establishing pathways to excellence in the teaching profession'. Three categories 'engagement with continuous personal and professional development', 'autonomy for exploration', and 'pleasure in the teaching profession' were explored as the factors that contribute to the sustaining of teachers' motivation. Teachers' motivation is sustained through their engagement in continuous personal and professional development, which promotes a sense of growth and mastery. Autonomy for exploration is also a critical factor, as it enables teachers to take ownership of their work, and innovate without restrictions, thereby sustaining their job motivation. Furthermore, the pleasure derived from the teaching profession, encompassing the enjoyment of teaching, sense of self-worth, and fulfillment, plays a vital role in sustaining teachers' motivation and driving their pursuit of excellence.ConclusionThe teachers' experiences were explored into a theme of 'establishing pathways to excellence in the teaching profession'. The results revealed that engagement in exploration and continuous personal and professional development contributed to the sustained motivation of teachers. Teachers who pursued the excellence pathway reported a sense of fulfillment and pleasure in their teaching profession, which was facilitated by their involvement in the process. Moreover, collaboration with others catalyzes personal and professional growth, thereby fostering sustained motivation among educators.

Project description:Diversity enriches the educational experience by improving intellectual engagement, self-motivation, citizenship, cultural engagement, and academic skills like critical thinking, problem-solving, and writing for students of all races. Faculty role models from similar backgrounds are essential for students from traditionally underrepresented groups as it sends a powerful message of support, belonging, and the confidence to pursue higher education. However, in the biomedical sciences, the percentage of historically underrepresented tenure-track faculty is far lower than that of their white colleagues. For this to change, a strong strategic plan and commitment from the university are imperative. This scoping review will assess the size and scope of available peer-reviewed research literature on diversity programs that aim to increase the recruitment and retention of biomedical sciences research faculty and are implemented and evaluated at American Universities. The information provided in this scoping review will help universities identify novel, successful diversity-based approaches for recruiting and retaining biomedical science faculty that might suit their own unique academic and geographic needs and be incorporated into their diversity initiatives and policies. The review follows the Population-Concept-Context methodology for Joanna Briggs Institution Scoping Reviews. Relevant peer-reviewed studies published in English between June 1, 2012, to June 1, 2022, will be identified from the following electronic databases; MEDLINE (PubMed), Scopus (Elsevier), EMBASE (Elsevier), CINAHL (EBSCO), and ERIC (EBSCO). The search strings using the key variables "biomedical research faculty," "recruitment/retention," "diversity/ minority/ underrepresented, and "mentoring" will be conducted using Boolean logic. Two independent reviewers will conduct all title and abstract screening, followed by a full article screening and data extraction. Due to the possible heterogeneity of the studies, we hope to use either a narrative analysis and/or descriptive figures/tables to depict the results.

Project description:BackgroundResearch misconduct is a global concern in biomedical science. There are no comprehensive data regarding the perception and situation of scientific misconduct among the Iranian medical faculty members. We conducted a nationwide survey to assess the research misconduct among the medical faculty members in Iran.MethodsWe used the Persian version of the research misconduct questionnaire (PRMQ) on the Google Forms platform. We sent the survey link to a systematic random sample of medical faculty members in Iran (N = 4986). Descriptive analyses were performed on the individual items of the PRMQ, with frequencies and percentages for categorical and Likert-type response items, and means and standard deviation (S.D.) for continuous variables. Chi-square analysis was conducted to test hypotheses examining differences in the frequency of responses related to factors influencing misconduct. We also defined four tenure categories (TC) based on the working years of the participants as tenured faculty members. All the analyses were performed using R 3.6.0.ResultsThe response rate was 13.8% (692 responses). Nearly 70% of the respondents agreed that their publication output would be of higher quality if there were no publication pressure. Approximately three-quarters (N =499, 72.1%) of the respondents had been aware of some instances of research misconduct during the previous year according to their understanding of misconduct. Among the participants, 18.5% perceived the effectiveness of their associated organisation's rules for reducing research misconduct to be high or very high. Pressure for tenure was identified as the item most frequently perceived with a strong behavioural influence on engaging in research misconduct (80.2%).ConclusionsThis study confirms that research misconduct needs to be actively addressed among the medical faculty members. Making policies with a focus on boosting awareness regarding the occasions of scientific misconduct and its management seems to be indispensable in the future in Iran.

Dataset Information

Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.

Background

Methods

Results

Conclusion

Publications

Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.

Similar Datasets

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